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California Department of Education
Executive Office
SBE-003 (REV.09/2011)
dsib-amard-nov15item02 / ITEM #16
/ CALIFORNIA STATE BOARD OF EDUCATION
NOVEMBER 2015 AGENDA

SUBJECT

Elementary and Secondary Education Act: Approve Amendments to California’s Consolidated State Application AccountabilityWorkbook related to the Title III Accountability System. / Action
Information
Public Hearing

SUMMARY OF THE ISSUE(S)

The purpose of this item is to seek approval from the State Board of Education (SBE) for an amendment to California’s Consolidated State Application Accountability Workbook (California’s Accountability Workbook) for the Title III Accountability System. California’s Title III Accountability System reports annual increases in the number and percentage of students making progress in learning English and attaining English proficiency and is consistent with the Title III accountability program requirements authorized by the Elementary and Secondary Education Act (ESEA).

RECOMMENDATION

The California Department of Education (CDE) recommends that the SBE approve the proposedamendmentto California’s Accountability Workbook. This amendment uses the same annual percentage growth interval previously approved by the SBE to extend the current Title III accountability target structure forannual measurable achievement objectives (AMAOs) 1 and 2for one additional year(2016–17).

BRIEF HISTORY OF KEY ISSUES

Title III, under the federal ESEA, provides supplemental funding to local educational agencies (LEAs) and consortia[1] to implement programs designed to help English learner (EL) students attain English proficiency and meet the state’s academic standards. Title III accountability is comprised of SBE-approved AMAOs, or targets, that Title III subgrantees must meet each year for their EL populations. The ESEA requires AMAOs to measure: (1) percentage of ELs making annual progress in learning English, (2) percentage of ELs attaining the English proficient level, and (3) Adequate Yearly Progress (AYP) academic achievement targets in English-language arts and mathematics for the EL student group.

Since its establishment in 2003–04, California’s Title III accountability system has been updated several times for compliance with the ESEA. The target structures for AMAOs 1 and 2 were originally set by the SBE in 2003–04, with an ending target ten years later in 2013–14 fixed at the 75th percentile of the LEA distribution.The 75th percentile is the point at which only 25 percent of LEAs were expected to meet the targets and 75 percent of LEAs were below the targets.Both targets were revised by the SBE in September 2007 to align the targets with the new California English Language Development Test (CELDT) performance level cut scores and the new CELDT common scale. The annual percentage growth rate between the starting point in 2006–07 and ending point in 2013–14 was set at equal intervals for both AMAOs 1 and 2. The annual percentage growth rate for AMAO 1 was approximately 1.5 percentage points and the annual percentage growth rate for AMAO 2 was 1.7 percentage points.

Subsequently, AMAO 2 targets were revised in May 2010 in compliance with the U.S. Department of Education (ED)Notice of Final Interpretations (NOFI) which was published in October 2008. The NOFI required states to include all Title III served ELs in AMAO determinations. California’s AMAO 2 cohort, which was developed in 2003, was specifically selected to include only those ELs who could reasonably be expected to reach the English proficient level on the annual CELDT for the year examined. Since the AMAO 2 cohort did not include all Title III served ELs, California was not in compliance with the NOFI. The revised targets were set using a methodology consistent with that approved by the SBE in 2003–04 and 2006–07.The targets were established using equal annual percentage growth between years.

In November 2012, the SBE adopted new English Language Development (ELD) Standards. The CELDT will be replaced by the English Language Proficiency Assessments for California (ELPAC), which is aligned to the 2012 ELD Standards.The CDE will continue to administer the CELDT annually until the implementation of the ELPAC. During the transition from the CELDT to the ELPAC, the CDE proposes to use the same annual percentage growth interval previously approved by the SBE to extend the current target structureforone additional year (2016–17) for the purpose of Title III accountability reporting.The annual percentage growth rate for AMAO 1 is approximately 1.5 percentage points and the annual percentage growth rate for AMAO 2 “less than 5 year cohort” is approximately 1.4 percentage points and “5 years or more cohort” is approximately 1.9 percentage points (Attachment 1). The revised target structure was approved by the ED in February 2015.

SUMMARY OF PREVIOUS STATE BOARD OF EDUCATION DISCUSSION AND ACTION

In September 2014, the SBE approved the proposed amendment to California’s Accountability Workbook to use the same annual percentage growth interval previously approved by the SBE to extend the current Title III accountability target structure for AMAOs 1 and 2 for two additional years (2014–15 and 2015–16) until the implementation of the ELPAC.

In May 2010, the SBE approved a new target structure for AMAO2 to complywith theNOFI issued by the ED in October 2008.

In September 2007, the SBE approved adjustments to the targets for AMAOs 1 and 2 that were necessary due to changes in the performance levels and the establishment of a common scale for the CELDT.

(Item 9)

In 2003, the SBE defined the AMAOs and targets for the Title III Accountability System from 2003–04 through 2013–14,as required by the ESEA:

(Item 14)

  • AMAO 1 measures the percentage of ELs meeting their annual growth targets in learning English.
  • AMAO 2 measures the percentage of ELs attaining the English proficient level on the annual CELDT.
  • AMAO 3 measures whether the EL student group has met the Title I AYP targets in English–language arts and mathematics as measured by the ESEA AYP requirements.

These targets are applied only at the LEA level and only for LEAs that received Title III funds.

FISCAL ANALYSIS (AS APPROPRIATE)

Fiscal impact would be minimal. All expenses related to the Title III Accountability System would be included in the CDE’s Analysis, Measurement, and Accountability Reporting Division’s budget.

ATTACHMENT(S)

Attachment 1: Proposed Target Structure for Annual Measurable Achievement Objectives (AMAOs) 1 and 2(1 Page)

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Attachment 1

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Proposed Target Structure for Annual Measurable Achievement Objectives (AMAOs) 1 and 2

1 Annual percentagegrowth rate is approximately 1.5 percentage points beginning with 2006–07.

1Beginning with 2009–10, two cohorts with two targets were established. The annual percentage growth rate for less than 5 years cohort is approximately 1.4percentage pointsand 5 years or more cohort is approximately 1.9 percentage points.

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[1]To be eligible for the Title III limited-English proficient (LEP) student subgrant, an LEA must qualify for a grant award of $10,000 or more (ESEA Title III, Section 3114). If an LEA is projected to receive an LEP student subgrant of less than $10,000, the LEA must enter into an agreement to form and/or join a consortium in which the total amount of the subgrants of members of the consortium collectively total $10,000 or more.